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Preservice teachers' views of two types of technologies which provided realistic environments in which to practice microteaching are described: (1) TLE TeachLivE™ Lab, a virtual reality environment that employs avatars as students in a virtual classroom, and (2) web conferencing technology to synchronously teach students in remotely located classrooms. Preservice teachers opined that each technology offers a relatively realistic environment that allows them to interact with virtual and real students. Microteaching through these technologies increases their self-confidence and provided a safe, non-threatening environment for them to reflect on their practice. We concluded these emerging technologies can provide viable alternatives to bringing classroom realism for preservice teachers to practice their teaching skills.

ObjectiveThe completion of a laser safety course remains a core surgical curriculum requirement for otolaryngologists training in the UK. This project aimed to develop a comprehensive laser safety course utilising both technical and non-technical skills simulation.MethodsOtolaryngology trainees and consultants from the West of Scotland Deanery attended a 1-day course comprising lectures, two high-fidelity simulation scenarios and a technical simulation of safe laser use in practice.ResultsThe course, and in particular the use of simulation training, received excellent feedback from otolaryngology trainees and consultants who participated. Both simulation scenarios were validated for future use in laser simulation.ConclusionThe course has been recognised as a laser safety course sufficient for the otolaryngology Certificate of Completion of Training. To the authors’ knowledge, this article represents the first description of using in situ non-technical skills simulation training for teaching laser use in otolaryngology.

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.